If I Made A Social Movement... Essays - Economic Systems, Barter

If I Made A Social Movement... SOCIAL MOVEMENT The type of social movement I would organize would be abolition of money and the return of bartering. It would erase 90% of world hunger, greed, and homicide. Bartering is a trade of services or goods. It teaches people a concept of give-and-take. With money involved in a society, that society becomes more complex and, ultimately, more hostile. Some people would like more money but does not want to give the equal amount in return. Consequently, that may lead a society into higher crime rates. Since money does more bad than good, I would definitely love to organize a ?Back to bartering? movement! My movement would NOT consist of ?hippies? who sit around and complain about the government. My movement would be made of people who are sick and tired of the crime rates and greed. Those people and I will organize a movement in downtown Washington D.C. Our society has become so into money that it is not even funny. We've become so absorbed with money that we have let go of traditional, old-fashioned values. Our identities are lost. Our families are not families anymore. With money, we learn to work for us and only us. Look at the divorce rate. Adults become pregnant, then wish they never had kids, because the baby takes up much of their time and money. We need to lok at the root of the world's problem; the money. Sociology

Free Essays on School In Athens

â€Å"SCHOOL IN ATHENS† The philosophical significance of Raphael’s â€Å"School in Athens† is quite obvious to me. In the very center Plato and Aristotle are made to stand out more than anyone else in the painting. Raphael choose to put these two walking down the center carrying their respective famous works. Plato is pointing to the heavens while he carries theTimaeus, and Aristotle who is carrying the Ethics is pointing outwards in my opinion to the Earth. These two men are the main characters in ancient philosophy; they explained where we came from and the earth that surrounds us. The many people surrounding them could be followers of the two different thoughts each on their respective sides of Plato and Aristotle. I also believe that this painting is also a fantasy. Raphael was fantasizing about what the school must have been like. People all over the place involved in very deep dialogues about life, where we came from, and where we will end up. This painting was done during the Renaissance which was a time of looking back on ancient philosophy with almost wishful thinking. Raphael included himself in the painting and I think he did this because he wished he could be with these men in their discussions, and their thoughts. Other noted philosophers are included in the painting but are not as detailed or focused as Plato and Aristotle. They are; Socrates, Pythagoras, Euclid, Alcibiades, Diogenes, Ptolemy, Zoroaster. This was done to show that they did have some significance to ancient philosophy, but were not anywhere as important as the two greats, Plato and Aristotle. This painting in my opinion is a salute of reverence, recognition, and gratitude to the two men who were possibly the greatest thinker on Earth.... Free Essays on School In Athens Free Essays on School In Athens â€Å"SCHOOL IN ATHENS† The philosophical significance of Raphael’s â€Å"School in Athens† is quite obvious to me. In the very center Plato and Aristotle are made to stand out more than anyone else in the painting. Raphael choose to put these two walking down the center carrying their respective famous works. Plato is pointing to the heavens while he carries theTimaeus, and Aristotle who is carrying the Ethics is pointing outwards in my opinion to the Earth. These two men are the main characters in ancient philosophy; they explained where we came from and the earth that surrounds us. The many people surrounding them could be followers of the two different thoughts each on their respective sides of Plato and Aristotle. I also believe that this painting is also a fantasy. Raphael was fantasizing about what the school must have been like. People all over the place involved in very deep dialogues about life, where we came from, and where we will end up. This painting was done during the Renaissance which was a time of looking back on ancient philosophy with almost wishful thinking. Raphael included himself in the painting and I think he did this because he wished he could be with these men in their discussions, and their thoughts. Other noted philosophers are included in the painting but are not as detailed or focused as Plato and Aristotle. They are; Socrates, Pythagoras, Euclid, Alcibiades, Diogenes, Ptolemy, Zoroaster. This was done to show that they did have some significance to ancient philosophy, but were not anywhere as important as the two greats, Plato and Aristotle. This painting in my opinion is a salute of reverence, recognition, and gratitude to the two men who were possibly the greatest thinker on Earth....

Chinese experimental theatre is a hybrid product characterised by a Essay

Chinese experimental theatre is a hybrid product characterised by a convergence of extra- cultural and intra- cultural - Essay Example One of the most famous theater directors in China’s avant-garde theater is Meng Jinghui. Meng Jinghui became attracted to Chinese literature while completing his secondary school education. Meng Jinghui became interested in acting while pursuing an undergraduate degree at the Capital Normal University. Meng Jinghui perceives that his debut into acting was a causal attribution of a metamorphosis in his life. Meng Jinghui’s initial acting part was that of a Kuomintang infantryman, it was a silent part. Meng Jinghui’s first speaking acting part was as a chef where he stated: â€Å"Meal time, meal time†. Meng Jinghui acknowledges that the art of acting open a window for him to all of the advanced cultures of the world and their diverse literary perspectives. As a college senior, Meng Jinghui was introduced to avant- garde playwrighting when he readapted the Story of Western Chamber. This was a Yuan dynasty romantic opera. Meng Jinghui adapted the romantic oper a into a modern comedy with three distinct endings. One of the endings was an adaptation of Henrik Ibsen’s A Doll’s House. While studying at the university, Meng Jinghui was able to interpret works by Pinter, Ionesco, Beckett and Genet. Meng Jinghui learned that farcical theatrical presentations reaffirmed the concepts which he would late apply. These concepts consisted of injecting comedy and musical interludes into his playwrighting. In 1992, Meng Jinghui was able to find suitable employment with the National Theatre Company of China. This occurred consequent to his graduation from the Capital Normal University (China Culture 2006). In the years which followed, Meng Jinghui directed over ten major Chinese theatrical presentations. Meng Jinghui’s major theatrical presentations include: Comrade AhQ, Waiting for Godot, The Accidental Death of an Anarchist, Rhinoceros in Love, Si Fan, The Balcony, I love XXX and Bootleg Faust. Meng Jinghui’s specialty is to dissect the work of other playwrights, reinterpret them and then to aggregate a comical and musical perspective to them. Meng Jinghui’s specialty also includes the ability to interpret these works and to present them within the parameters of the requisites of the Chinese government (China Culture 2006). Many of China’s leading playwrights have selected Henrik Ibsen’s style of realism as the predominant style in theatrical presentation. Other playwrights are considered in the production of Chinese theatre. These playwrights are Anton Checkhov, George Bernard Shaw, and Constantin Stanislavsky. Henrik Ibsen’s style of realism is considered in the light of China’s socio- economic context (Zhao 2010). Meng Jinghui’s theatrical presentations also represents and appeals to members of the audience who advocate change irrespective of gender (Roberts 2006). One of the most highly acclaimed modern drams in Chinese theatre is Rhinoceros in Love. This d rama tells the story of a zoological park attendant whose name is Ma Lu. Ma Lu becomes romantically and erotically obsessed with a woman who is beyond his reach Mingming. Ma Lu in his incessant desire for Mingming displays a twenty first century aspect of Chinese theatre. This aspect contrasts physical desires and spiritual desires (National Theatre of China 2011). Rhinoceros in Love tells the story of Ma Lu’s desire and the beautiful and non reactive Mingming. In the drama, Ma Lu attempts to elicit desire and jealousy from Mingming y pretending to acquire two girl

Reading reflection Essay Example | Topics and Well Written Essays - 500 words - 2

Reading reflection - Essay Example Barr’s approach is clear and considerate in relation to the vital requirements of an actor. Chapter 14 of his book, Acting for the Camera, talks about how a person can successfully remember his/her lines in acting by thinking about both their roles and their partners’. It is much easier to think about the scene than remember the lines. Also, when a person considers the roles played by their partners, as well as their partners lines, it will be easier for the individual to remember his/her part in the actor than trying to memorize his/her lines. This might lead to confusion as it has been noted in the past where actors portray lack of full awareness of their roles in acting. According to Barr (83), learning the lines of a scene is a simple process. The author advises actors that they should not, in reality, try to learn the lines since they are not imperative, but they should try and learn the significance of the scenes taking place. According to Barr (84), if an actor only memorizes his/her lines, then they will just be responsive to a cue rather than a stimulus. The harsh truth is that, if the actor only endeavors to learn his lines, then he/she will speak when they appropriate cue words are thrown at him/her, and; hence, lack connection, as well as depth. Connection and depth are the main factors, which draw viewers to a scene. They are able to relate to the scene if the actors show a connection and understanding to the scene (Barr 85). It is extremely a poor for an actor to appear as if they are being forced to act. Lack of understanding of the scenes, as well as the lines, will also portray lack of interest in the entire act. Therefore, when the actors are not connected to the scenes, the audience also will not relate to the acting. Barr stresses on this matter in the entire chapter 14 of his book whereby understanding the scene would lead to understanding the lines. If, hence, the actor relates properly to the stimulus, which causes a verbal

Planning a Training Program Essay Example | Topics and Well Written Essays - 1000 words

Planning a Training Program - Essay Example Making crochet starts with learning about chain stitching. At the second phase, the trainees will be provided training about ‘how to stitch’. Chain stitching is a needlework stitching method in which a chain design is developed from twisted stitches. It is considered as a traditional craft method. Chain stitching does not necessitate needle badge and due to this reason, the stitch is considered as actual surface embroidery on complete fabric. In this phase, the trainers will learn about making curved line and numerous sewing patterns.   Two significant trainings will be provided in this stage, one is hand stitching and the other one is machine stitching technique. Hand stitching will be the fundamental training for developing crochet. After acquiring complete grasp of hand stitching, the trainees will know about how to do machine stitching as an advanced stitching technique. It is considered as a faster as well as more secured stitching method. Third Stage: Single Croc hetIn the third stage, the learners will be provided training about how to make single crochet. Single crochet is one of the most vital phases for learning crochet because without it no one will be able to prepare the double crochet properly and the whole training will become a chaos. The single crochet training will instruct the following aspects:†¢Ã‚  Method of implanting the crochet hook†¢Ã‚  Method of yarningAfter completely understanding the process of single crochet, the trainees will be provided teaching about conducting the dual crochet.... several types of hooks, yarns, and threads Recognizing the uses of other significant components such as scissors, safety pins, stitch markers, buttons, and zippers among others Measuring the length and the breadth of crochet that needs to be developed Selecting appropriate needles for crochet and, Calculating number of stitches in crochet Second Stage: Chain Stitching Making crochet starts with learning about chain stitching. At the second phase, the trainees will be provided training about ‘how to stitch’. Chain stitching is a needlework stitching method in which a chain design is developed from twisted stitches. It is considered as a traditional craft method. Chain stitching does not necessitate needle badge and due to this reason, the stitch is considered as actual surface embroidery on complete fabric. In this phase, the trainers will learn about making curved line and numerous sewing patterns. Two significant trainings will be provided in this stage, one is hand sti tching and the other one is machine stitching technique. Hand stitching will be the fundamental training for developing crochet. After acquiring complete grasp of hand stitching, the trainees will know about how to do machine stitching as an advanced stitching technique. It is considered as a faster as well as more secured stitching method. Third Stage: Single Crochet In the third stage, the learners will be provided training about how to make single crochet. Single crochet is one of the most vital phases for learning crochet because without it no one will be able to prepare the double crochet properly and the whole training will become a chaos. The single crochet training will instruct the following aspects: Method of implanting the crochet hook Method of yarning Drawing up the circle Conducting

Every Child Matters Policy: Analysis

Every Child Matters Policy: Analysis Describe and discuss a specific area of policy, with particular regards to the social problems within which it was concerned, its ideological origin, its aims, its nature and its effects. For most parents, their children are loved and cherished. But sadly enough, some children are not so fortunate. Some childrens lives are dreadfully different. Instead of warmth and security of normal family life, these childrens lives are filled with risk, fear and danger. Victoria Climbie was one of these children. At the hands of those entrusted with her care, she suffered appallingly and eventually died. In this essay, the author will be discussing this issue further and why it was seen as the underlying social problem. Every child maters is a new labour government policy that was published alongside a detailed response to lord lamings report into the death of Victoria Climbie. For the purpose of this essay, The author will be looking at the Lamings report and identify the key findings of what went wrong which was the main driver for change. I will then look at what the government has done following the recommendations presented in the Laming Report. This essay will be describing the context of the Every Child Matters policy. In order to effectively do this, the author will be looking at the aim of the policy. I will also be assessing the influence of political ideology utilising theoretical framework. Finally I will be discussing the issue pertaining to the nature and implematation of Every Child Matters how the policy was implemented, and the effect of the policy. The welfare of children in the United Kingdom is one of the most important items for the government in terms of social policy. (Ellison Pierson, 1998). Every Child Matters was produced by the new labour government, Some of the influences of ideologies for change are; new labour governments focus on inequalities, parental fury and the response from lord lamings report. According to Heywood (1998), â€Å"ideology is a more or less coherent set of ideas that provides the basis for some kind of organised political action. All ideologies offer an account of the existing order (usually in the form of a word view), provide the model of a desired future (a vision of the good society) and outline how political change can and should be brought about.† The Liberal ideology stands for the freedom of the individual to pursue happiness and well being at whatever costs necessary, which is also known as individualism. Broadly speaking, it emphasizes individual rights and equality of opportunity. Modern liberalism has its roots in the Age of Enlightenment. Liberalism today is located at the centre left and centre right of the ideological spectrum. Liberalism is the belief that we are free to make our own mistakes, decide our own lifestyle, choose our own way of living, pursue our own thoughts and philosophies, provided we dont infringe on other peoples freedom. Every Child Matters policy fits with the labour ideologies because it aims to give every child the chance to fulfill their potential thereby promoting equality and opportunity among children and young people. The Labour government opposed monarchism, inherited privilege and believes in everyone having equality in opportunity. These ideas emerged from the revolutionary and Enlightenment periods, where uprisings against authoritarian religious states were evolving. John Locke and John Stuart Mill were two prominent thinkers that originally legitimized these notions prior to their widespread appeal and success. It did not take long, however, for these values to flourish, especially among individuals of societies emerging from an era of distinct oppression National Service Framework (NSF) is the key conduit for the philosophies of the Every Child Matter green paper. Victoria Climbie died in February 2000, at the hands of those entrusted with her care; she suffered appallingly and eventually died. Her case was a shocking example from a list of children terribly mistreated and abused. Her carers were later convicted of murder. This was one of the cases of child abuse which have exposed the weaknesses of the UKs social services departments, and communications failures between the agencies involved. According to Blair as cited in Every Child Matters Summary(2003 p5), â€Å"The fact that a child like Victoria Climbie can still suffer almost unimaginable cruelty to the point of eventually losing her young life. More can and must be done†. The most disturbing reality about the case of Victoria Climbià © was that her death could have been prevented, she was known to several agencies empowered by Parliament to protect children. This led to the conclusion that her suffering and death was due to gross failure of the system. In April 2001 Lord Lamming was appointed head of the inquiry, along with four other professionals. It was found that her death was preventable on twelve separate occasions. Lamming found that services were not cooperating with each other and had difficulties due to staffing levels and resources. â€Å"The death of Victoria Climbie exposed shameful failing to protect the most vulnerable children. Social services, the police and the NHS failed as Lord Lamings report into Victorias death made clear, to do the basic things well to protect her† (Every Child Matters 2003 p3). The Laming report concluded that the child protection system failed as a result of a lamentable lack of basic good practice by frontline staff and, most significantly, senior managers failing to take responsibility for the failings of organisation. (Laming 2003). The inquiry was responded to by a range of measures to inform and improve childrens care. In 2003, Every Child Matters was published alongside a detailed response to Lord Lamings report into the death of Victoria Climbie. The policy aims to ensure that every child has the chance to fulfil their potential by reducing levels of educational failure, ill health, substance misuse, teenage pregnancy, neglect and abuse, anti-social behaviour and crime among children and young people. According to Lord laming, Victoria Climbe came into contact with several agencies, none of which acted on the warning signs. No one built up the full picture of her interactions with different services. The Every Child Matter green paper sets out the long term vision for earlier intervention and effective protection by focusing on improving information sharing between agencies, The Every child matters policy was built on existing plans to strengthen preventative services by focusing on four key themes. Firstly, to increase focus on supporting families and carers, the most critical influence of childrens lives, The policy aim to improve parenting and family support through universal services such as schools, health and social services, also through targeted and specialist support to parent of children requiring additional support. Another key theme is the early intervention and effective protection; this is to ensure children receive services at the first onset on problems and to prevent any children from slipping thorough the net. This is done by improving information sharing between agencies, integrating professionals through multi- disciplinary teams responsible for identifying children at risk and also ensuring effective child protection procedures are kept in place. The third key theme was addressing the underlying problems identified in the report into the death of Victoria Climbià ©; weak accountability and poor integration. According to Every Child Matters summary pg9, â€Å"Radical reforms is needed to break down organisational boundaries†. The governments aim is that there should be one person in charge locally and nationally with the responsibility for improving childrens lives. The fourth theme is the workforce reform, this is to ensure that people working with children are valued, rewarded and trained. It aims is to make working with children an attractive, high status career and to develop a more skilled and flexible workforce, including a common core of training for those who work solely with children and families and those who have wider roles to develop a more consistent approach to childrens and families needs. â€Å"One very clear message emerges from the evidence we have received: there is almost universal support for the basic aims of Every Child Matters. We agree with witnesses—and therefore think it fitting to state at the outset—that the Government deserves substantial praise for embarking on such an ambitious and comprehensive programme of reform† (The United Kingdom Parliament, 2005). Overall, the policy has been mostly welcomed by those working with children. Many dedicated staff work flat out to improve the lives and health of children. One of the intended consequences of the policy is the development of the framework for social work training. The two-year Diploma has now been replaced with a three-year degree. The degree was introduced to encompass greater practical experience and to improve the skills base and competence of newly qualified social workers. According to the Chief Executive of the General Social Care Council (GSCC), Lynne Berry, â€Å"good quality service starts with good quality training. The GSCC are working with universities to ensure that tomorrows social workers are clear about the standards they are expected to meet, inspire public confidence in social care and are able to work successfully with colleagues from other professions. The new degree will ensure that newly qualified social workers have all the skills they need to begin successfu l careers† (GSCC, 2003). According to Campbell (2007), A spokesman from the Department for Children, Schools and Families, which is responsible for child welfare, said: In response to the Victoria Climbie inquiry, we have substantially strengthened the framework of law, guidance and supporting systems to help keep children safe, and that work is continuing. Tragically we know some children still suffer abuse and neglect. Despite the universal support for the basic aims of Every Child Matters, there are still children that slip through the net. The horrific list of children killed by their parents or relatives includes ten months old Neo Craig aged who lay dead for several hours before emergency crews were called to Rush Green Gardens in Romford, Essex, in December 2006. James Craig, 26, and Sharma Dookhooah, 25, were each jailed for five years after admitting causing or allowing the death of their 10-month-old son Neo. The Old Bailey trial heard that there had been a series of failings by police, doctors and social workers who knew about the boys derelict home life but did not intervene, despite a number of warnings†. In May 2007, one -month- old Luigi Askew was beaten to death by his violent father. Social workers and police were accused of disastrous failures after he was left at the mercy of his violent father Duncan Mills, who was convicted of murder at Ipswich crown court. Slack and Doughty (2008) reported that, â€Å"one child a week is a victim of murder or manslaughter, in a single year, the number of under-tens killed went up 30 per cent form 38 to 49, according to latest government figure†. The figure from the year to 2006- 2007, the latest available, emerged as the mother of Victoria Climbie, who was murdered in 2000, said she was shocked that lessons from the case have still not been learned. According to the report, â€Å"Apparent or disguised cooperation from parents often prevented or delayed understanding of the severity of harm to the child and cases drifted†. Social workers were often conned by parents thereby, children went unseen and unheard. According to the Palmer (2007), â€Å"the overall poverty levels in 2005/06 were the same as they were in 2002/03. Child poverty in 2005/06 was still 500,000 higher than the target set for 2004/05†. In conclusion, Victoria Climbies death was seen as a ‘wake up call for practitioners and professionals who are supposed to be safeguarding and protecting childrens welfare. Every Child Matters constituted the Governments policy response to the findings and recommendations of Lord Lamings Inquiry. Reference: Campbell, D. (2007) Health Correspondent, Doctors ‘failing to spot child abuse. The Observer, Nov 11, p.18. Ellison, N. Pierson, C. (1998) British Social Policy. Macmillan: London Every Child Matters Summary (2003) Department Of Health, London, The Stationary Office Ltd General Social Care Council (25/09/03), First students start new social work degree [online] Available at: start+new+social+work+degree.htm> [Accessed: 10/05/08] Laming, H (2003), Victoria Climbià © Inquiry, London: Stationery Office Heywood, A. (1998) Political Ideologies an Introduction, 2nd edition, London: The Macmillan Press Ltd. Palmer, G, MacInnes, T. and Kenway, P. (2007) monitoring poverty and social exclusion 2007. Joseph Rowntree foundation: York Department of Health, Department for Education and Skills, and Home Office (2003) Keeping Children safe. The Governments Response to the Victoria Climbià © Inquiry Report and Joint Chief Inspectors Report Safeguarding Children [online] Available at: http://www.everychildmatters.gov.uk/_files/684162953674A15196BB5221973959E3.pdf [Accessed 21 May 2008] Slack, J. and Doughty, S. (2008) one child under 10 every week becomes the victim of a killer. Daily Mail, May 29, p.19. The United Kingdom Parliament. (2005), House of Commons, Education and Skills Ninth Report [online] Available from: .Accessed: [29 May 2008]

Global Warming Essay -- Environmental Global Climate Change

Global Warming   Ã‚  Ã‚  Ã‚  Ã‚  In the February 1st edition of the New York Times, journalist Andrew C. Revkin discusses the rising threat of global warming, and more importantly, the disagreement between various nations and institutions upon the definition of â€Å"dangerously high global warming.† Revkin’s article, titled â€Å"Deciding How Much Global Warming Is Too Much,† brings to light the various failed attempts at creating a barrier at which industrialized countries (the main producers of the greenhouse gasses which result in global warming) will cut the release of harmful gasses into the atmosphere. Revkin also discusses how upcoming events, conferences; reports will hopefully solve this problem.   Ã‚  Ã‚  Ã‚  Ã‚  The initial proposal for controlling global warming was signed over 11 years ago, in these proposal 193 countries agreed to cut human interference with the environment, if the environment were to reach a level of certain danger. However, within this treaty there is no specific definition of danger. This lack of a clear description of danger has led to one failed conference, Kyoto, and hundreds of countries, scientists, and policymakers to attempt an agreement on the level of damage caused by global warming.   Ã‚  Ã‚  Ã‚  Ã‚  Recently, many countries have requested a definition of unacceptable risk by measuring and comparing the change in average temperature. The European Union has responded to these requests by agreeing upon the raise in temperature of 2.5 degrees or beyond as being far too da...

Managerial Analysis: BYP6-2 Essay

Breakeven Point – Fixed Expenses / Contribution Margin Ratio Current Approach: 200,000 / .4 = $500,000 Automated Approach:600,000 / .8 = $750,000 The current approach without investing in the new robotic painting booth has a higher margin of safety (Total Sales- Breakeven sales = Margin of safety. Current: $2,000,000 – $500,000 = $1,500,000 Automated: $2,0000,000 – $750,000 = $1,250,000 Using the current approach, they cannot increase capacity and would have to turn sales away. As long as they are beyond the break-even of 500,000 for the automated approach, they can improve their sales and possibly their contribution margin and gross margin with purchasing the robot painting booth. On the down side, they would have to possibly lay off 25 of their skilled painters, which is not good for the community where the business is located. (c) Using the current level of sales, compute the margin of safety ratio under each approach and interpret your findings. Current ApproachAutomated Approach Actual Sales$2,000,000$2,000,000 Break-Even Sales$500,000$750,000 Actual Sales$2,000,000$2,000,000 Margin of Safety Ratio0.750.625 (Actual Sales- Break-Even Sales)/Actual Sales= Margin of Safety Ratio The purpose of margin of safety ratio is to evaluate the relative impact if the changes in sales would have on each approach. The difference in the ratio represents the difference in risks between Current and Automated Approach. To find the ratio, we use actual sales minus the break-even sales; the result is the margin safety ratio. Generally speaking, this ratio is the lower the better because it indicates the risk of operating loss; in this case, the Automated Approach is more favorable to the company. (d) Determine the degree of operating leverage for each approach at current sales levels. How much would the company’s net income decline under each approach with a 10% decline in sales? Current ApproachAutomated Approach Contribution Margin$800,000$1,600,000 Net Income$600,000$1,000,000 Degree of Operating Leverage1.331.60 Contribution Margin/ Net Income= Degree of Operating Leverage We find the degree by using contribution margin / Net Income of each approach; the results are the degree of operating leverage. This approach is important to the decision makers because the analysis indicates the earnings volatility; in general, higher operating leverage indicates a higher earnings volatility risk. The degree of operating leverage is an important tool aiming the company to know the behaviors of its competitors; as well as the comparison of two approaches if the management considering to adopt a new approach to replace the existing one. Assume the net income of each approach decline with a 10% decline in sales, the net income under Current Approach will reduce by 13.3% (1.33*10%), and the net income under the automated approach will decrease by 16% (1.60*10%). The conclusion is Automated Approach exposes to a higher earnings volatility risk because it has a higher  operating leverage. (e) At what level of sales would the company’s net income be the same under either approach? The level of sales that the company’s net income would be the same under either approach is $1,000,000. .6x + 200,000 = .2x + 600,000 .8x = 800,000 x = $1,000,000 (f) Discuss the issues that the company must consider in making this decision. Many items need to be considered before the company makes a decision. The automated approach has a lower margin of safety should sales decline meaning the company would lose money quicker than if it remain under the original approach. The operating leverage is also higher under the automated approach. All of the calculations indicate a greater risk to the company under the automated approach, but as often happens this is the approach that also offers the greatest potential for profits if sales continue to grow. These risks need to be weighed carefully to protect the company’s income.

Study Guide for Cold War Exam Essays - Free Essays, Term Papers

Study Guide for Cold War Exam Essays - Free Essays, Term Papers CK History 8 and CK History 8 Honors - Study Guide for Cold War Exam Use your Outline of the Cold War, your History Notebook, your textbooks and any other resources available to answer the following questions.) Suggestions: A. Identify the questions that you do not yet know and make Flash Cards for each. B. The questions are roughly organized by presidential administrations. You might consider learning all the answers for each president and then move on to the next. 1. During the early years of the Cold War, Americas policy was to resist the spread of communism. What is the term that describes this policy? Containment 2. What geographic part of Europe came under the control/influence of the communist Soviet Union during and after World War II? East Europe 3. What event signaled the beginning of the Korean War? S. Korea invaded by N. Korea 4. What is the name of the competitive buildup of weapons by the Soviet Union and the United States during the Cold War? Nuclear Arms Race 5. How did Western leaders respond after the Soviets blocked off West Berlin in June of 1948? Airlifted Supplies 6. What German city was isolated by the Soviet Union after World War II until American bombers airlifted supplies into this free area? East Berlin 7. What nation on the Korean Peninsula has been an ally of the West since the middle of the twentieth century? South Korea 8. What large communist nation bordering North Korea provided hundreds of thousands of troops to help the North Koreans as they battled UN forces in the early 1950s? China 9. In September of 1950, what communist nation controlled almost all of the Korean Peninsula? North Korea 10. What is the name of the military alliance of the Soviet Union and its satellite nations during the Cold War? Warsaw Pact 11. What is the name of the military alliance that the United States joined after World War II? NATO 12. A massive $13 billion program of economic aid to rebuild Western Europe after World War II was known as what? Marshall Plan 13. A meeting of the leaders of the free world in 1944 resulted in a decision to bring economic order to currencies and trade among nations. What is the name of this meeting that created the International Monetary Fund, which is currently part of the World Bank? 14. General Douglas MacArthur was prepared to use dozens of atom bombs during the Korean War. He also spoke out openly against his commander, who favored a less aggressive approach. Who fired MacArthur over this disagreement and MacArthurs public comments about it? President Eisenhower 15. What image was used by Winston Churchill to describe the sharp division of Europe following World War II? Iron Curtain 16. To stop the spread of communism into Turkey and Greece in the years following World War II, President Harry S. Truman pledged American economic and military aid. In doing so, President Truman said it should be "the policy of the United States to support free peoples who are resisting attempted subjugation by armed minorities or by outside pressures." What is the name of this new goal of American foreign policy? Truman Doctrine 17. What term describes Senator Joe McCarthys use of unproven charges, often accusations of affiliation with communism, against his political opponents? McCarthyism 18. What is the term, which describes the widespread fear that communists might be trying to take over the US government? Red Scare 19. In the early 1960s, what was the belief that if one Southeast Asian nation (South Vietnam) fell to communism, other nations of the region would fall to communism, also? Domino Theory 20. Who was Director of the FBI (Federal Bureau of Investigation) during the 1950s? 21. What social and economic system called for workers of the world to rise up against the owners of industry (the capitalists)? 22. What World War II hero was president of the US throughout much of the 1950s? President Eisenhower 23. From the late 1800s, until the 1950s, what European nation controlled much of Southeast Asia, including Vietnam? France 24. Who was the Vietnamese communist leader that defeated the French in 1954? Ho Chi Min 25. What is the name of the rebel leader that overthrew Cubas dictator in 1959? Fidel Castro 26. Ho Chi Minh and his forces fought and finally

Parentâ€Child and Sibling Relationships

Parent–Child and Sibling Relationships Introduction This section lays a foundation on the subject of sibling relationships. The goal is to give the reader a highlight of the content of the paper. Research on children relationships takes three divergent routes. The research on parent–child relationships focuses on how parents establish and/or maintain relationships with their children. The second approach entails how children form relationships with their peers in different social settings such as schools. The third approach, which is the focus of this thesis, is on children relationships with their siblings. This relationship exists long after the demise of one’s parents and long before one meets his or her spouse. In this sense, it may be regarded as the longest relationship that people form in their lives. It determines children social capabilities and their capacity to resolve conflicts positively. Hence, the connection is critical in their emotional and cognitive developments (Kennedy, Kramer, 2008, p. 568).Advertising We will write a custom thesis sample on Parent–Child and Sibling Relationships specifically for you for only $16.05 $11/page Learn More Using peer-reviewed journal articles, the current thesis begins with a discussion of the general informational and historical background of sibling relationships. It then discusses impacts of sibling relationships, their differences across cultures, factors that influence them and their effects on siblings. In the last section, the thesis addresses the ways of ensuring closeness in sibling relationships. The Sibling Relationships Historical Views on Sibling Relations This section presents the psychoanalytic approach to family relations as one of the earliest attempts to explain sibling relationships. This school of thought is associated with psychologist Sigmund Freud. Sigmund interpreted sibling relations as a manifestation of Oedipus complex where male siblings competed for maternal attention while female siblings compete for the attention of their fathers (De Vleminck, 2010, p. 173). Although contentious, psychologists such as Alfred Adler assert that siblings build their personality through struggles to gain significance from their parents and that birth order is an important determinant of the development of sibling personalities (Boll, Ferring, Filipp, 2005, p. 155). According to Howe (2012), psychologist David Levy suggested in 1941 that siblings exhibit rivalry with older siblings (p. 1). They show an aggressive behavior towards new infant siblings in such a typical way so that it can be sufficiently considered a normal character of sibling relationships.Advertising Looking for thesis on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Any behavior towards a newborn sibling is related to the perception of different changes in the previous relationships between firstborns and the parents so that peopleâ€℠¢s psychological processes can be said to influence sibling relationships. Cross-section and longitudinal researches that were conducted in the 21st century reveal that sibling relations influence the personality of individuals. With the identified risk factors to poor sibling relationships, various studies by identify aggression prevention and conflicts prevention as important strategies for creating positive sibling relationships (Murray, Dwyer, Rubin, Knighton-Wisor, Booth-LaForce, 2014, p.1361; Buist Vermande, 2014, p.529). In the literature on quality of sibling relationships, the focus has been made on studying psychological implications of sibling relationships, variations in sibling relationships in societies, and the implications of their successful and unsuccessful development. Characteristics of Sibling Relationships This bit presents sibling relationships as an issue that is characterized by conflicts, intimacy, rivalry, and warmth during childhood, adolescence, and ad ulthood (Dixon, Reyes, Leppert Pappas, 2008, p. 119). The type of sibling relationships depends on different factors such as attachment levels, the environment in which children are brought up, and/or family constellation. For example, the process of modernization and industrialization increases social mobility such that siblings become detached from one another with time (Knigge, Maas, Leeuwen, Mandemakers, 2014, p.549).Advertising We will write a custom thesis sample on Parent–Child and Sibling Relationships specifically for you for only $16.05 $11/page Learn More Attachment between children and their parents has a powerful role in the development of social-emotional traits at childhood. Ward, Vaughan, and Robb (1988) posit that parent-child attachments predict future child aptitude and interaction behaviors with peers and siblings since the kids tend to emulate their parents’ behaviors (p.643). A scholarly contention has been witnessed th at early children relationships are critical in determining their identity and personality. Since parents and siblings form the first relationships with infants, there has been intense interest in studying the influence of parents and sibling relationships on psychological development of children from infancy and early childhood through adolescence to adulthood (Kolak, Volling, 2011, p. 214). Hence, it is crucial to investigate the issue of conflicts that characterizes parent-sibling interactions. Conflict among siblings is a common characteristic of the sibling relationship. Conflicting relationships among siblings may result from learning (Bascoe, Davies, Cummings, 2012, p. 2121). Children learn to be violent from observing parents and adults who engage in violent acts. Therefore, it is possible for children brought up by parents who regularly have domestic wrangles to be violent. Siblings also learn conflict resolution and management from their immediate environment. Sibling ri valry is also a common phenomenon.Advertising Looking for thesis on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Children learn rivalry from their environment. When parents, relatives, and neighbors involve themselves in rivalry, children consider enmity an acceptable behavior (Campione-Barr, Bassett Greer, Schwab Kruse, 2014, p. 666). Therefore, they follow by imitating and replicating the behavior. However, the development of such characteristics is highly dependent on individual child’s characteristics and guidance from parents. Impact of Sibling Relationships This section explores the benefits of successful sibling relations with peers, parents, relatives, and teachers. The section further explores the effects of unsuccessful sibling relationships. Successful sibling relationship refers to a situation where people from a certain family end up demonstrating a long-lasting mutual relationship that is marked by the cooperation of all members, regardless of their marital status or job rank as they grow up. Benefits of Successful Sibling Relationships As this section reveals, sibling re lations are associated with benefits such as the privilege of enjoying the companionship of each other and the sharing of each other’s emotions in a joyous setting. Individuals who have successful relationships end up enjoying the companionship of each of the siblings. Feinberg, Sakuma, Hostetler, and McHale (2013) assert that most people in the US are more likely to have siblings to get the aforementioned camaraderie (p.97). In the European-American context, the authors also reckon that children’s most time is spent in the company of siblings as opposed to any other person. In the minority groups, siblings play the role of companionship and care giving (Feinberg et al., 2013, p.97). Therefore, it is important to ensure sibling closeness as a strategy that guarantees positive interactions. Feinberg et al. (2013) present SAS (Siblings Are Special) program for preventing adolescence-related behavioral problems, which may decrease sibling closeness by impairing the qualit y of their relationships (p. 98). Analysis of the program reveals that SAS model is important in increasing sibling engagements. Sibling interactions form the basic tenets for developing relationship skills. Building positive relationships is impossible without a compromise. Indeed, Feinberg et al. (2013) assert that sibling relations are built on frequent and high conflict levels compared to any other close relationship in people’s lives (p.98). Aggressive behavior is also common among siblings. Therefore, the closeness between siblings can be increased by encouraging constructive conflicts to help in establishing avenues for building trust among them. In this process, attention should be focused on reducing antagonism, quests for domineering other siblings, and negative criticism. Specifically, parents have major responsibilities to ensure fairness and equality amongst siblings to minimize power struggles. Siblings who have successful associations exchange their emotions in an environment of love, engagement in conflicts, and support. Although aggression among siblings has been considered an acceptable phenomenon, it potentially influences childhood and adolescent adjustments (p.2). The researcher finds proactive aggressive behavior among siblings, increased use of substances, and high depressive moods as important risk factors for child delinquency. These relationships persist even after the researchers adjust various family differences, stress, and even social-graphic variations (Tucker et al., 2014, p.1). Therefore, minimization of proactive aggression among siblings can aid in increasing their closeness. Oh et al. (2015) examined the longitudinal trajectories in behaviors of young children towards their infants in the context of avoidance, antagonism, and positive engagement (p. 126). 50% of all the investigated children were well engaged. Such children portrayed outstanding levels of engagement with their siblings’ infants who were charact erized by little incidents of avoidance and antagonism (Oh et al., 2015, p.126). This claim suggests that reducing antagonism and avoidance behaviors towards infants by other siblings through enhancing positive engagement can help to increase closeness among siblings. For adolescents who are transiting to colleges, Lindell, Campione-Barr, and Greer (2014) reckon the need to put in place strategies for ensuring continued positive relationships between the first and second born as the firstborn transits into college is important for the sustenance of close sibling relationships in the future years, including adulthood (p. 79). Such strategies entail maintaining adequate egalitarian relationship during childhood and reducing sibling conflicts both in childhood and in adolescence (Lindell et al., 2014, p.80). Negative Effects of Unsuccessful Sibling Relations As this section reveals, unsuccessful sibling relationships have negative implications such as sibling victimization and psycholo gical issues that lead to conflicts. Sibling victimization may involve physical assault, which leads to injury. Such injuries produce negative psychological effects on the victim. The situation may lead to rivalry and lower warmth between siblings. Although psychology scholars contend that aggression is normal among siblings, aggression that leads to victimization indicates unsuccessful sibling relationships. Iturralde et al. (2013) identify moderating effects of successful sibling relationships in adjusting to inter-parental conflicts (p. 716). Therefore, unsuccessful sibling relations heighten the threshold of negative effects of inter-parental conflicts. There is growing research evidence that links psychological issues to sibling relationships. For example, Buist and Vermande (2014) assert that sibling relationships have identifiable implications on psychosocial functioning of children (p.529). Some of the indicators of the level of quality sibling relationships are warmth and c onflicts (Randell, Peterson, 2009, p. 859). Warmth refers to the psychological feeling of intimacy and the capacity of a sibling to provide companionship (Gamble, Yu, Kuehn, 2011, p. 606). Emotional attraction towards one’s siblings determines whether to connect more or retract from the siblings’ warmth or companionship. Hatred constitutes a psychological emotion that influences sibling relationships. Hatred and perceptions of competition for parental attention can influence the degree of closeness between siblings. The two elements have the potential of forming sibling relationships based on negative conflicts and proactive aggression. Influences on Sibling Relationships Introduction This section provides various studies that have been done concerning the influence of cross-cultures on sibling relations. The section presents cross-culture, identity, personality, and social development as some of the areas that sibling relationships tend to influence. Cross-Culture E ffects Individualist customs that are prevalent in America and some parts of Europe highlight individual accomplishment, irrespective of the cost of team ambitions. Such customs lead to a tough rivalry. Collectivist customs that are common in China focus on the folks and group agenda, as opposed to personal needs. In their literature review on cross-cultural differences in sibling relationships, Buist, Paalman, and Branje (2014) identify different studies that confirm cultural differences in sibling relationships among western and non-western societies (p. 267). They reveal how past studies define sibling relationships in terms of love-hate dimension, which reflects individuation and competition that are associated with western cultures (Buist et al., 2014, p.267). In the western cultures, siblings have a discretionary type of sibling interactions. They are encouraged to remain in close contact. Some elder brothers and sisters may be required to assume the role of taking care of the ir other younger blood relatives while their parents assume the main duty of attending to their kids. However, in the case of non-industrialized cultures, forming relationships with younger siblings constitutes an obligation for older siblings (Buist et al., 2014, p.267). This observation suggests that cultural norms and values advocate strong cooperation and closeness among siblings in such cultures (Kretschmer, Pike, 2010, p. 411). Culture defines norms, values, and ways of thinking of a given group of people. These aspects may determine the mechanisms for forming social relationships between siblings. Buist et al. (2014) examined sibling relationships in the cross-cultural context by comparing the quality of sibling associations among the Moroccan and Dutch sibling samples (p. 269). After collecting data through questionnaires and analyzing it, the researchers found a significant difference in the quality of sibling relationships amongst Moroccan and Dutch adolescents. The Moroc can siblings reported high levels of quality relationships and lower prevalence levels of behavior problems compared to the Dutch adolescents (Buist et al., 2014, p.269). Nevertheless, problems of anxiety and depression among the siblings in both Moroccan and Dutch samples were similar (Buist et al., 2014, p.272). Different cultures adopt different parenting styles. In the Mexican descent society, Gamble and Yu (2014) observe how democratic parenting supports sibling relationships that are characterized by less egoism and high levels of warmth (p.223). Identity As this paragraph confirms, different identities and socialization processes that form the personality of siblings may impair sibling associations due to disagreements and low cooperation levels. Through differentiation, during puberty and maturity, siblings distinguish themselves from others to create uniqueness in behaviors and socialization processes (Wong et al., 2010, p.674). Cultures such as Indonesia and Costa Rica are identified by their value of the family unit (Yaman, Mesman, Jzendoorn, Bakermans-Kranenburg, Linting, 2010, p. 619). Hence, children and teenagers show more security, intimacy, companionship, and satisfaction when they are with their siblings than when they are with their friends. Youths in countries such as the USA find happiness and acceptance from their friends (Yaman et al., 2010). Time for most of the USA children is spent in shared activities with friends. Family-oriented societies, also known as collectivistic cultures, enhance more sibling interdependence where the situation of children looking out for each other defines the daily life (Yaman et al., 2010, p. 621). In South Asian communities, children play important responsibilities in the course of their continued existence. Running of home properties, birthright sharing, and important formal procedures are effectively taken care of by brothers and sisters. In idiosyncratic societies, a high significance is given to pers onal accomplishments. Yaman et al. (2010) conduct a study on collectivist and individualistic cultures (p. 618). According to Yaman et al. (2010), collectivist cultures are identified by their participation in cooperative tasks (p. 621). Besides, much focus is given to what people have in common. Individualistic societies are characterized by participation in competitive duties. Much weight is given to what makes the individuals unique (Yaman et al., 2010, p. 621). Affluence, independence, and variety among siblings are given importance in the individualistic setting. Siblings in the individualistic settings grow to be strong and self-independent (Yaman et al., 2010, p. 620). Eccentricity exists in Western Europe and a large part of the US while the communal society is evident in Asia and some Europe regions among other places. Due to the self-independent nature of the individualistic society, children in such a society mature and discover themselves at an early age. Development pre vails in the individualistic society because siblings value personal achievement and sovereignty (Yaman et al., 2010, p. 621). Personality This section shows how sibling relationships shape the personality of many kids, when it comes to the sharing of skills and ideas with their peers, especially if they have same age bracket where they spend most of their times interacting as a team. Children utilize most of their time with their peers than their parents while growing up. Through this interaction, Cicirelli (1995) confirms how they form their characters and learn effective skills on socializing and taking care of each other (p. 23). Therefore, siblings act as cultural brokers who transfer values and practices across generations. Regardless of the widespread inclination in sibling associations, the society shows differences in family affairs. In industrialized nations such as the United States, siblings are defined mainly by biological relations, which focus on the immediate family as the defining factor of relationship. In other countries, all kids within an equivalent age bracket are considered brothers and sisters, while other cultures deploy a discrete characterization to distinguish brothers and sisters by considering their masculinity or femininity traits and birth arrangements. More respect and responsibility are usually placed on older siblings across all generations. Children influence each other as they grow. A kid’s peers determine his or her character. Parents across cultures are always aware of this fact since most of them end up advising their kids on the groups of peers that they need to interact with or avoid. They have always been judgmental of their children’s company. While growing, children consider things such as birth order, sex, and age to select their mates (Robertson, Shepherd, Goedeke, 2014, p.37). Collective cultures and individualistic cultures differ when it comes to sibling relationships. Collective cultures tend to be more family-oriented (Yaman et al., 2010). They have shown a significant level of sibling relations and involvement. Brothers and sisters in communal backgrounds such as the Latinos utilize approximately half of their valuable moments with their peers and relatives as opposed to the American kids who do not utilize as much duration with their relatives. They tend to find more value in spending time with their friends. Social Development This segment shows how collectivistic societies instill the culture of family cohesion, cooperation, togetherness, and conformity to the set standards. The section shows how this culture cultivates an environment of unity and love where all members are free to seek and get crucial advice from the rest when it comes to accomplishing any task in the family. The idiosyncratic society upholds personal growth and the communication of individual issues. When the American children who grew in an individualistic society are asked to express themselves or narrate a story that they had been told before, most of them are specific. They describe the story from a personal experience than Korean or Chinese kids who grew up in a collective society (Yaman et al., 2010, p. 619). Children in the collective society evaluate stories from a positive aspect and discuss other people more than the American children. The mind of children in individualistic societies is more specific. It focuses on individual situations that they have encountered. On the other hand, the mindset of children in a collective society is more general and less emotional. Their thinking is social relationship-focused. These patterns and differences in mindset and reasoning are seen because western cultures enhance autonomy (Yaman et al., 2010, p. 620). They put significance on personal qualities. Hence, siblings in such cultures are raised to stand out and speak for themselves, whereas eastern cultures improve togetherness and give importance to the group. Siblings here ar e brought up to focus on the society around them. The cultural differences in siblings across culture persist even into their adult life. College students in the individualistic society talk about personal preferences and autonomy in relation to their partners in the collective society. Despite the differences in a relationship due to cultural differences, siblings can integrate more than their culture when exposed to a different environment where they can form a bicultural identity (Yaman et al., 2010, p. 619). Influence on the Quality of Sibling Relations Successful Relationships Parent/Peer-Child Interaction As this section reveals, successful sibling relationships produce positive effects on the growth and development of children from their childhood through adolescence to adulthood. Such effects can be grouped into peer/parent-child, child-environment interaction, and child-power status. Sibling relationships constitute one of the long lasting relationships in an individualâ₠¬â„¢s life (Iturralde, Margolin, Shapiro, 2013, p.717). Such interactions also act as the foundation for the formation of other relationships such as a positive affiliation with peers and parents (Downey et al., 2015, p. 274). For instance, successful sibling associations increase warmth and emotional attachments between children and their parents and peers (Buist Vermande, 2014, p.529). Therefore, success in inducing positive sibling relationships is important for better sibling interaction with other peers in their adolescent and adulthood (Campione-Barr, Smetana, 2010, p. 464). Cultural value theory and ethnic equivalence hypothesis explain how differences in familial relationships influence the quality sibling relationships (Padilla-Walker, Harper, Jensen, 2010, p. 420). Families that have different ethnicity when compared to the main cultures thrive in alternative value systems. This situation has the implication of encountering similar experiences among specific family con texts to produce deviations in the meaning of certain elements that define sibling relationships among minority families. Ethnic equivalence theory holds that familial relations do not have direct impacts on the outcomes of children since they surpass any ethnic boundary to display universality in terms of their influence. This claim implies that no significant differences in sibling relationships are anticipated in cross-cultural contexts. The assemblage of families, their structure, and traits of each child influence value sibling relationships. Assemblage implies the number of brothers and sisters, birth progression, kids and grownups’ gender and years, the level of interaction (taken up or brother/sister), and kids’ intervals. Despite the fact that different types of family relationships play a key part in influencing sibling relationships, the quality of parent-children relationship greatly influences sibling relationships. Differences that are peculiar to each ch ild are important in influencing their interaction (Shalash, Wood, Parker, 2013, p.288). For example, young children have temperament as an important factor that determines their relationships while older children have cognitive, personality, and social skills, which are important determinants of sibling relationships (Murray et al., 2014, p.1363). Factors that influence the quality of sibling rapport are related to one another. For example, Dixon et al. (2008) observed the relationships between personality and birth order in large families (families with 6 or more siblings) using a sample size of 361 siblings (p. 119). The researchers focused on Neuroticism, Psychoticism, and extraversion personality traits (Dixon et al., 2008, p.119). Using hierarchical model, the researchers also scrutinized the impacts of age, size of families, and gender on the siblings’ personality. They identified an age effect on the extraversion personality while the size of families and gender did not produce any significant impacts on any of the investigated personality aspects (Dixon et al., 2008, p.119). This observation suggests that age has an effect on the quality of sibling relationships. As the age increases, it influences the personality of individual siblings. Oh, Volling, and Gonzalez (2015) indicate that the quality of sibling relationships changes with time, as it is emotionally less intense among middle-aged siblings and those in the adolescent stage (p.120). Although the family environment during the siblings’ childhood may have produced high-quality relationships, they (siblings) experience lower quality relationships at adulthood due to the competing pressures of their work and individual families. Child-Environment Interaction The environment in which siblings are brought up influences the quality of their relationships. The environment can be shared or not (Dixon et al., 2008, p.120). Mutual surroundings such as growing up in the same home produce mo re similarities in terms of character definition while the non-shared atmosphere is associated with character variations that may be observed among brothers and sisters. Siblings may also fail to share the same environment due to their birth order. Thus, they undergo different experiences, which influence their personalities differently (Dixon et al., 2008, p.120). Although the birth sequence may affect the quality of interaction in terms of their people’s distinctiveness, there lacks scholarly evidence and agreement on how it exactly influences the personality of individuals. However, the power difference that is associated with the birth order has effects on the quality of sibling relationships. Child-Power Status Firstborns are co-caregivers in many nonwestern societies. Thus, they function as surrogates parents. This situation makes them enjoy high power over other siblings in a family. The power status increases with an increasing age gap between siblings. It also varies depending on gender. For example, older girls are known in some cultures as better caregivers and teachers to their younger siblings relative to older boys. Dixon et al. (2008) assert that birth order has effects on the quality of sibling relationships (p.120). Firstborns feel more threatened by a second born since they have to share their power and parents’ attention and affection with the second and subsequent births. Second and subsequent births may not feel this threat since they find power already vested in the firstborn sibling. In a cross-sectional study, Whiteman, McHale, and Crouter (2007) examined the influence of older siblings on younger siblings (p. 970). They assessed aspects such as peer competence, interests in sports and arts, and engagement in risky behaviors. The researchers found a positive correlation between the reported temporary involvement together with intimacy and positive influence for younger siblings (Whiteman et al., 2007, p.963). Indeed, sibli ngs reported similarities in terms of engagement, interest in the examined domains and high competence when older ones had the power of influence to the younger ones (Whiteman et al., 2007, p.970). In nonwestern cultures, sibling relationships are characterized by high cooperation. To verify this claim, Song and Volling (2015) examined the relationship between co-parenting, temperament among firstborns, and cooperative behaviors upon request by their mothers to help in changing their one-month-old infant diapers (p. 130). Questionnaires were given to gather primary data concerning the assessment of parents’ temperament and cooperative behaviors of their children. Song and Volling (2015) confirm the study results that suggest that irrespective of mothers’ demographic characteristics, co-parenting influences the quality of sibling relationships whereby soothability acts as an important determinant of cooperation among siblings (p. 130). Unsuccessful Relationships Many fa ctors cause unsuccessful relationships among siblings. They include sibling birth and aggressive behavior/victimization. This segment considers poor reception of a subsequent birth by other siblings an important determinant of failing sibling relationships. Volling et al. (2014) assert that mothers report high opposition behaviors among firstborns against their siblings in three weeks after birth (p.634). This situation causes noncompliance and naughty conducts among firstborns. For mothers, such manners cause a considerable amount of stress. Firstborns who eagerly wait for their siblings’ birth respond in an affectionate manner as a call for caring of the infant sibling few days after birth (Volling et al., 2014, p.634). This claim suggests that where firstborns receive their second born and subsequent siblings as threats to their power structures with their parents, they (subsequent siblings) are likely to receive them negatively. This case leads to poor quality sibling rel ationships at an early age where the family environment does not shape the initial negative perceptions accordingly. Indeed, among adult siblings, the quality of their relationships depends on their childhood familial environment (Dixon et al., 2008, p.120). Through LPA (latent profile analysis), Volling et al. (2014) researched the reactions of children to their fathers or mothers’ interactions with newborn sibling infants (p. 634). The examined parents reported a high prevalence of behavioral problems among children after one to four months of sibling birth. A new birth creates an emotion of jealousy in an older sibling (Volling et al., 2014, p. 634). This case creates a rivalry behavior. Nevertheless, having a sibling has positive effects on educational skill attainment. Downey, Condron, and Yucel (2015) found that children who did not have siblings lagged behind in the attainment of social skills from kindergarten to the fifth grade compared to those who had either brothe rs or sisters (p. 273). This observation suggests that siblings influence one other positively through social skill development where each relative is free to share his or her social skills such as playing particular games and group singing among other social activities. In fact, as Downey et al. (2015) confirm with reference to social skill development, the quality of sibling affiliation, which increases social skill attainment, depends on sibling interactions in a family context (p. 273). The quality of such interactions then influences the capacity of siblings to form positive relationships with their peers in other social settings such as schools. Tanrikulu and Campell (2014) investigated the engagement of siblings in bullying behavior (p. 1). Drawing from 455 participants from grade 5-12, the findings indicated a high percentage of traditional bullying behavior for siblings relative to bullying by peers. Despite the low number of intimidators in cyber and other localities, brot hers and sisters mentioned unfair treatment and sophisticated deeds in the process of carrying out harassment. Maltreatment is a negative behavior. It affects people’s creativity levels, reduces morale, may cause accidents, influences negatively moral and ethical judgment capacity, and/or hinders people from realizing their full potential in their areas of talent (Feinberg et al., 2013, p. 97). Thus, its possession among siblings indicates unsuccessful sibling relations. Aggression and victimization are associated with unsuccessful sibling relations. For example, Tucker, Finkelhor, Turner, and Shattuck (2014) present a growing body of research that indicates how victimization among siblings has direct relationships with poor mental health (p.625). The researchers hypothesize that conflicts between parents and violence in families influence experiences of children in victimization. Upon conducting a multinomial regression analysis, the results indicate that sibling victimizati on relates to negative family experiences. This observation implies that parent–children relationships are important not only for a successful development of sibling relations, but also for mitigation of sibling engagement in family conflicts (Recchia Howe, 2008, p. 1564). However, although negative conflicts among siblings may indicate unsuccessful sibling relations, positive conflicts are important as the basis of developing respect and trust among siblings. Conclusion This study has established issues that parents should focus on in their parenting roles to ensure that siblings develop and maintain positive relationships from childhood to adolescence and even in adulthood. The study emphasizes that parents should note that although issues that influence the quality of sibling relationships such as their separation when they attend colleges or relocation in search of jobs are inevitable, they have the capacity to create and control the environment for developing and sustai ning their positive relationship. They need to mitigate factors that lead to poor quality sibling relationships. Research on various normative issues that influence sibling relations at adulthood identifies childhood environment as an important issue that determines the quality of the relationship. Siblings who grow up in families that have cohesive ties exhibit closer relationships. Psychological factors such as emotional attention between siblings and warmth affect the element of closeness among siblings. Proactive aggression and negative conflicts have the effect of lowering the quality of sibling relationships. Thus, to create closeness among siblings, parents need to provide an enabling environment for facilitating their close interactions by eliminating risk factors that allow the growth of conflicts, which may lead to the emergence of aggressive behaviors among siblings. Reference List Bascoe, M., Davies, T., Cummings, M. (2012). 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A study of online shopping behaviour of Thai generation Y consumers in Essay

A study of online shopping behaviour of Thai generation Y consumers in Thailands retail fashion industry - Essay Example Accordingly, this study concentrates on how independent variables, such as advertisement and promotion influences online shopping behaviour of consumers. Studies, such as Lin (2007), Haig (2001), Moschis & Churchill (1978), Chawla (n.d.), also argued that these components are quite vital when determining the purchase intent of the consumers. While these studies and many others assessed during the literature review did not put much emphasis on indicating the influence of price on the consumer decision-making to purchase fashion products. It was in this context that the gap was mitigated with the help of primary research, wherein the findings from focus group interview revealed price to be a major factor in determining the customer purchase behaviour. On the basis of the conceptual framework, it is vital to develop a hypothesis in order to evaluate the relationship between dependent variables and independent variables. Henceforth, two hypotheses have been conducted for evaluating the relationship between dependent and independent variables by using the Statistical Test namely Pearson product-moment correlation coefficient as mentioned in Methodology part. In this first section, descriptive statistics are employed for analysing the primary data of the respondents demographic profiles. In descriptive analysis, the raw data are presented in terms of frequency and percentage. These data include demographic information, namely gender, income and age. The table above displays that there were 144 male participants which were the percentage of 45 of 100 and there were 176 female participants or 55% in this survey. Thus, the total number of respondents who was observed for this research was 320. From Table 4.1b, it can be seen that the largest monthly income earned was the group between 10,000 29,999.99 baht or equivalent to  £150 - 450 for 170 respondents or 53.1%, the

Case study paper on - death penalty both pro and anti capital Essay

Case study paper on - death penalty both pro and anti capital punishment - Essay Example On the other hand, the article written by Hugo Bedau argues that death penalty is a lawful killing, and since it is a form of killing the law should rise above it and condemn it. He says that death penalty is an immoral act in an indecent form of action by the law, and the fact is that it is a dignified form of killing executed and polished by the law. I feel that both the articles make a very valid point, and it is upto the people and the law to decide what is right and wrong. However, keeping everything in mind, death penalty should be slowly taken away from the law and society as we move towards a more liberal and morally committed world. The first article is written in an extremist/radical style, while the other one is written in a liberal/radical style. Both the articles maintain a valid point of law, however, it is pertinent to note that death penalty should be tried to be done away with slowly, and not immediately. IN this context both the articles explain an important perspec tive, the perspective of doing away with death penalty but with slow time. Death penalty is not morally wrong. I am sure ernest van den hag would have reacted hard on this thought. Just as imprisonment is not considered morally wrong as a lawful kidnapping, or fine is not considered to be morally wrong as a lawful robbery, I don’t think that people should consider death penalty as morally wrong as a lawful murder. It is an example, which is set to the people and has been a very successful form of deterrence over the last many centuries. In many ways death penalty has acted as deterrence better than imprisonment, but as the society moves forwards, we need to realize that this form of punishment will not yield the same results again. Death Penalty as a form of deterrence will slowly fade away, as life imprisonment takes over. In answer to the second last question, both the arguments make sense either ways. However, lets try to move forwards and be more pragmatic. It is true tha t there is no going back once the death penalty has been executed. And therefore the point is that to be careful while executing the death penalty. This is because there are many criminals even today who deserve this penalty. One cannot do away with this form of punishment mainly because there exists an apprehension that innocent will get killed. What about the fact that there is being a miscarriage of justice? Even that is an apprehension, and therefore we need to sideline both the apprehensions and think from a logical and practical perspective. And that perspective teaches us that the execution of death penalty should be allowed, albeit with caution. The final question consists of Bedau contemplating that it is immoral and indecent to award death penalty in response to crimes such as rape and kidnapping. Crimes such as rape and kidnapping in them mind of Bedau is not that extreme or indecent to attract the award of death penalty. It is pertinent to understand that death penalty s hould only be awarded for the ‘rarest of the rarest’ crimes, and not for some petty crimes like kidnapping. Agreed, rape is a very severe crime which attracts a very severe punishment, but killing the rapist for such an act would be encroaching upon the boundaries of morality and responsibility. The correct punishment for rape would be to award life imprisonment, which is still la very harsh punishment, as deserved by the rapist, but not on the extreme